DIMENSION OF COMPETENCY
TASK
TASK SKILLS MANGAGEME
NT SKILLS
DIMENSION OF
COMPETENCY
JOB/ROLE CONTINGENCY
MANAGEMENT MANAGEMENT
SKILLS SKILLS
Task Skills
a. This requires performance of
the task(s) to the required standard
as described in the unit of
competency and expected in the
workplace.
b. Trainer needs to provide
activities to develop individual
actions as well as the whole task.
Task Management Skills
a. Captures the skills used as
people plan and integrate a number
of potentially different tasks to
achieve a complete work outcome.
b. Trainers should be provided
with learning activities that develop
skills to be able work efficiently to
meet
Task Management Skills
deadlines, handle a sequence of
interrelated tasks and progress
smoothly between tasks.
Contingency Management Skills
a. The requirement to respond to
irregularities and breakdowns in
routines.
b. Activities that develop skills of
trainees in dealing with contigencies
should be well planned. For
example:
Contingency Management Skills
a. breakdown
b. irregularities
c. imperfections
d. the unknown
Job/Role Environment
a. The requirement to deal
with the responsibilities and
expectations of the work
environment.
b. The capacity to work with
others and adapt to different
situations is central to successful
performance.
Job/Role Environment
c. Does the trainee comply with
workplace procedures and standard
methods in performing the task?
d. Does the trainee
communicate
effectively?
e. Does the trainee observe
enterprise and regulatory
requirements?
The key to success for competency-
based training can be achieved
through the following;
a. understanding of the adult
learner
b. active participation of the
trainees
c. trainers should teach through
demonstration and practice rather
than through lecture alone
Facilitating Training Program
d. the role of the trainer in this
case is to help the trainees to
master skills that will enable them
to perform their jobs more
effectively.
Principles of Adult Learning
Goal- Relevancy
oriented -oriented Practical
Experienced
Responsible
and
for own
knowledgeab
learning
le
Competency-Based Training
(CBT)
CBT is a training delivery
approach that focuses on the
competency development of the
learner as a result of the training.
Competency-Based Training
(CBT)
a. emphasizes most on what the
learner can actually do;
b. focuses on outcomes rather
than the learning process within
specified time;
c. is concerned with the
attainment and application of
knowledge, skills
Competency-Based Training
(CBT)
and attitude to a specific level of
competency.
10
Principles of CBT
Principle One
The training is based on curriculum
developed from the competency
standard.
Learning is based on
the competency-based
standard
Principle Two
Learning is modular in its structure.
Unit of Competency
Module Module Module
1 2 3
Principle Three
Training delivery is learner-centered
and should accommodate
individualized and self-paced learning
strategies.
Learning is done by
the learner at own
pace
Principle Four
Training is based on work that must be
performed.
Learning is based on
the actual industry
practice
Principle Five
Training materials are directly related
to the competency standards and
curriculum modules.
CS to CBC to LMs
Principle Six
Assessment is based in the collection
of evidence of the performance of
work to the industry required
standard.
Traditional CBTVET
Students are Each student is
judged against assessed against
each other the evidences
(norm based on
referenced required
assessment) standard.
Students are not judged against each other
Principle Seven
Training is based on both on and off
the job components.
Better learning with
industry and school
partnership
Principle Eight
Training program allows for
recognition of prior learning (RPL).
Workers and students
can have prior skills
recognized
Principle Nine
Training allows for multiple entry and
exit.
There is flexibility for
entry and exit from
programs
Principle Ten
Training programs are registered with
the UTPRAS.
Training programs are
registered within
utpras
Recognition of Prior Learning
It refers to(RPL)
the
acknowledgement of skills and
knowledge held as result of formal
training, work experience and/or life
experience. It is essential component
of competency-based training. It
focuses on current competency
standards gained by indiviuduals
through:
Advantages of RPL
a. RPL allows you to complete formal
education in a shorter period of time
and at less cost.
b. RPL means that you do not have to
repeat or waste time learning what
you have already learned
Advantages of RPL
c. RPL increases your career and
education options through recognized
skills and knowledge.
d. RPL allows for fairer access to
studies that you wish to undertake.
Learning Stations
A. Reading Area
Reading modules to acquire
knowledge, for example, would only
need the CBLM, a table and chairs
which are located in the components
of your workshop such as the Learning
Resource Area.
Learning Stations
B. Simulation Area
This learning station should closely
mimic or model the equipment and
materials that are usually in a work
area.
Learning Stations
C. Role-play Area
This learning station should mimic
the actual work area.
Learning Stations
D. Benchwork Area
This maybe the common area
where benchwork maybe done before
the actual performance of a task,
operation or a job.
